The consequences of academic dismissal for academic success

Cornelisz, Ilja; Velden, R.K.W. van der; Wolf, Inge de; Klaveren, Chris van

doi:10.1080/03075079.2019.1596076

Cited by 6 publications

(5 citation statements)

References 15 publications

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“…Moreover, the predictive power of high school grades on first year dropout rates might be due to the bindend studieadvies, an academic dismissal program that is in effect in the first year of higher education in the Netherlands. If students do not earn enough credits during the first year, they are forced to quit the program, and switch to a different one at the same institution or a similar program at a different institution (Cornelisz et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

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Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data

et al. 2022

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Background In this paper, we investigate the predictors for enrollment and success in Science, Technology, Engineering, and Mathematics (STEM) programs in higher education. We develop a sequential logit model in which students enroll in STEM education, may drop out from STEM higher education, or continue studying until they graduate in an STEM field. We use rich Dutch register data on student characteristics and high school exam grades to explain the differences in enrollment, success, and dropout rates. Results We find that females are less likely to enroll in STEM-related fields, while students with higher high school mathematics grades are more likely to enroll in STEM. Female students have lower first-year dropout rates at university of applied sciences STEM programs. With respect to study success, we find that conditional on enrollment in STEM, women are less likely to graduate than men within the nominal duration or the nominal duration plus one additional year. However, female students do perform equally well as male students in terms of graduation within 10 years. Conclusions We conclude that STEM programs are less popular among female students and that female students are less likely to graduate on time. However, females perform equally well in STEM higher education in the long run. For this reason, policy should be geared at increasing study success in terms of nominal graduation rates among female STEM students.

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Section: Discussionmentioning

confidence: 99%

“…These policies have become increasingly common in Dutch universities. For a detailed description of these dismissal policies, see Cornelisz et al (2019). After the first year, there is no enforced dismissal.…”

Section: Higher Educationmentioning

confidence: 99%

Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data

et al. 2022

View full text Add to dashboard Cite

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“…However, it does not enable us to accurately predict individual differences in reading development, for which we need predictive research questions 64 . Both types of analysis serve their own important purpose: predicting outcomes can provide vital insights on the need for additional support, e.g., in terms of early intervention, or policy 65 , while methods that focus on understanding, can highlight underlying mechanisms that can be targeted by this intervention.…”

Section: Introductionmentioning

confidence: 99%

How to capture developmental brain dynamics: gaps and solutions

et al. 2021

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Capturing developmental and learning-induced brain dynamics is extremely challenging as changes occur interactively across multiple levels and emerging functions. Different levels include the (social) environment, cognitive and behavioral levels, structural and functional brain changes, and genetics, while functions include domains such as math, reading, and executive function. Here, we report the insights that emerged from the workshop “Capturing Developmental Brain Dynamics”, organized to bring together multidisciplinary approaches to integrate data on development and learning across different levels, functions, and time points. During the workshop, current main gaps in our knowledge and tools were identified including the need for: (1) common frameworks, (2) longitudinal, large-scale, multisite studies using representative participant samples, (3) understanding interindividual variability, (4) explicit distinction of understanding versus predicting, and (5) reproducible research. After illustrating interactions across levels and functions during development, we discuss the identified gaps and provide solutions to advance the capturing of developmental brain dynamics.

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“…While almost every institution of higher education has some form of academic warning or probation policy, these are often grounded in a sink-or-swim mentality that assume academic success and persistence are the choice of the student (Cherry & Coleman, 2010). Rather than an opportunity to identify students in need of enhanced support or other interventions, some institutions may frame their policies as an opportunity to ensure the academic prestige of a university by "retaining only talented and motivated students" (Cornelisz et al, 2020(Cornelisz et al, , p. 2176. Academic probation without any other intentional interventions has an extremely small impact on academic improvement and persistence (Sneyers & DeWitte, 2017).…”

Section: Disclosure Statementmentioning

confidence: 99%

Supporting Students on the (Academic) Margins: An Equity-Driven Framework

Virtue¹,

Lett²,

Cheshire³

et al. 2023

J-CASP

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Though many colleges and universities claim tobe driven by missions that highlight access, equity, and student success, academic policy andpractice do not always mirror these claims. American higher education institutions are “obsessedwith smartness” (Astin, 2017), yet fail to supporteducational attainment in an equitable manner. Educational inequality has its roots in PK–12 education(Dorn, 2017; Ladson-Billings, 2007) particularly asit relates to deficit ideology. The manifestations ofdeficit ideology in higher education are most starkly seen in how students on academic warning (also referred to as academic probation) are treated bothin action and by policy. For higher education institutions to meet their missions for access, equity, andsuccess, they must address how their “systems ofsupport” perpetuate deficit thinking. As the natureof higher education and the demographics of thoseenrolled continues to change and diversify, the timeis right for higher education practitioners to interrogate and change harmful practices. We offer aframework for how institutions can build capacityfor academic support program staff to identify deficit practices that systemically perpetuate inequities,so we no longer hinder student growth and academic success.

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The consequences of academic dismissal for academic success

Cited by 6 publications

References 15 publications

Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data

Comparing success of female students to their male counterparts in the STEM fields: an empirical analysis from enrollment until graduation using longitudinal register data

How to capture developmental brain dynamics: gaps and solutions

Supporting Students on the (Academic) Margins: An Equity-Driven Framework

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